Top 15 Brian Campbell Vickery Quotes

The analogy with bibliographic classifications and thesauri is obvious... despite the differences, it is to be regretted that 'ontological engineers' make little or no reference to work in information science. As a consequence, they do not appear to draw at all on the rich experience of constructing knowledge schedules … or... developing concept lexicons.

I am whole-heartedly in favour of the profession learning more about the history of [information transfer]. We have a tendency to focus on the newest forms of information provision … neglecting the continued existence and continuing importance of all the previous forms… But our profession is not that of the historian (or sociologist or philosopher) interesting as their work may be.

Perhaps the most important lesson that we can learn from information history is that information provision has been and must be closely related to information need, and that the information sources we provide must be closely matched to the tasks being undertaken by the community served.

Mass communications analysts concentrate on “who sends what information, for what purposes, through what channels, to which people, with what effect”. The information profession is more interested in “who seeks what information, for what purposes, through what channels, from which people and sources, with what success”.

The job of our profession is to facilitate the provision of knowledge (in all forms) to those who need it (for whatever purpose).

Perhaps an underlying cause [of doubt as to the future of information science] is in some cases... the apprehension that information science may become “submerged” in the larger field of computer science.

The structural tools developed by the profession – hierarchical classifications, facets, thesaural relations, topic maps, the predicates used in ontology – will still be of use, provided that they can in each case pass a test of utility.

[Information] science and technology are now so closely linked that analysis and experiment lead quickly on to invention, to the introduction of new channels (and documents).

All the elements of the process of “becoming informed”... are of interest to investigators other than “information scientists”… The totality of activity related to information today is necessarily a multidisciplinary exercise.

[The particular concern of the information scientist] is with the process as a whole – the interaction between the three elements [information behaviour, records, channels] that leads to people becoming informed.

Information practice is concerned with facilitating the interaction between knowledge seekers – through channels – with knowledge (personal and recorded). Stepping back from practice, we may see the role of the science as exploring the characteristics of people and their “information behaviour”, the features of knowledge records of every kind, the variety of channels (oral, written, printed, graphic, digital) that may be used to transmit information, and how the three elements interact.

Information practice... consists of two activities that we may call diagnosis and prevention. Diagnosis is identifying what is the most probable information need of a user in a particular state of information want. Provision is deciding what action is most likely to meet that need. Information science seeks to understand the potential range of user situations giving rise to information want and needs; to develop methods of identifying the actual information needed; to understand and expand the range of possible ways of satisfying information need; and to develop methods of deciding what way is most likely to be effective in a particular case.

For the profession as a whole, it is necessary that our hard-won understanding of our discipline be handed on to the next generation in a formal way.

I suspect that teaching the history of our subject is less frequent in our institutions than it was. We are getting short-sighted both in looking forward and in looking backward, to our detriment.

Only in a very static profession can one be trained to slot in immediately to an available job, and our profession is far from static. It is more beneficial for the students to give them a generalised grounding in a wide variety of professional activities and concerns, so that they will have some background knowledge for no matter what job is first available. For those who seek it, our subject also has its cultural value, which can contribute to a general education.